Nature’s Curriculum: Genes Linked to Educational Attainment and Adult Socioeconomic Status in a Nordic Welfare State

Abstract

Research in sociogenomics is interested in how genes, alongside family background and institutional context, influence our life chances. Recent findings show genetics influence on educational attainment, but their effects on socioeconomic outcomes that follow, especially in egalitarian Nordic welfare states, remain less understood. We analyze two genetically-informed Finnish datasets, encompassing longitudinal register information on earnings, employment, unemployment, occupational status, and social assistance receipt (n=31,622). Genetic endowment towards educational attainment was measured with polygenic scores (EA PGS). The role of achieved level of education and family background were examined, considering generational differences pre- and post-Finland's comprehensive school reform of the 1970s that aimed to promote equality of opportunity. In the younger generation, EA PGS were not predictive for later outcomes after controlling for the achieved education level. A notable exception was occupational status. In contrast, the older generation EA PGS predicted later socioeconomic outcomes beyond education, indicating relationships not fully explained by schooling. The years of education completed, unlike parental income, moderated the effect of the EA PGS. The findings contribute important insights to the ongoing debate in the Nordic welfare states on balancing equality of opportunity with meritocratic principles and for other societies on their path to becoming more egalitarian.